breaking out of the silo: training a new breed of ... out of the silo: training a new breed of ......

3/6/2013

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Terri S. Hogue Associate Professor

Vice Chair of Undergraduate Affairs Civil and Environmental Engineering

3-6-2013

Breaking out of the Silo:

Training a new breed of “Geoengiscists”

Civil & Environmental Engineering | Hogue Research Group

Integration of Geoscience and Engineering... Education: B.S. Geology, University of Wisconsin-Eau Claire, Eau Claire, WI. M.S. Hydrology and Water Resources Eng., Univ. Arizona, Tucson, AZ. Ph.D. Hydrology and Water Resources Eng., Univ. Arizona, Tucson, AZ. Research: Hazards (wildfires, floods, heat waves) Urbanization Climate change Tools – Modeling, remote sensing, natural laboratories

Teaching: Hydrologic Modeling (Grad and Undergrad levels) Lab and Field Courses (Undergrad) - watershed-scale, hydrologic field methods - system design (CEE/ABET) Snow Hydrology (Grad/Undergrad) Remote Sensing (Grad)

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Integration of Geoscience and Engineering...

Outline:

• Traditional and New Models

• What can bring us together

i.e. our local to global problems

• My attempts and experiences

• Closing thoughts



Old Model: One Directional - “If I build it, they will use it”

Engineer

Geoscientist

???

???

???

Social Scientist??

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New Model: Synthesis of Disciplines

Engineer Civil

Structural

Geotechnical

etc.

Geoscientist Ecology

Hydrology

etc.

Social Scientist Policy

Economics

Planning

etc.

“Geoengiscist”

InTeGrate Project


WHY do we need to Integrate Disciplines?

Today’s Issues are

COMPLEX…

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Engineer Civil

Materials

Geotechnical

etc.

Geoscientist Ecology

Hydrology

Bioloigst

etc.

Social Scientist Policy

Economics

Planning

etc.


Finding integrated solutions

requires all 3 disciplines

Climate Change (drought)

Hazards (wildfire, floods)

Urbanization


Climate Change And Western Water Supply

Lake Mead’s Bathtub Ring

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Civil & Environmental Engineering | Hogue Research Group Service, 2003


Annual Temperature Changes Across the US

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o Declining Snowpack (water supply)

o Altered Streamflow Regimes

o Sea-level Rise (contaminated aquifers)

o Increased Agricultural Demand

o Decreased Soil Moisture

o Increasing Drought

o Landscape Changes

o Increasing Fire Frequency

Potential impacts from warming

Concerns over drought, reduced snowpack (climate change), catastrophic system failure (earthquakes, levee breach, etc.)

• Dependence on MWD imported water increases during drought periods: 1976-1977, 1987-1992, 2007-2009.

• Decrease in water use back to 1980s water demand level despite an additional 1.1 million inhabitants in the City of Los Angeles between 1980 to 2010.

Source: LADWP, Urban Water Management Plan, 2010

Los Angeles Water Supply: City Efforts to Reduce Water Consumption

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Income Patterns for Los Angeles (social science)

• 2006-2010 US Census estimates at the Tract Level

• Income patterns mimic landscape patterns (large yards, non-native plants, well-watered)

Landscape Greenness across Los Angeles (ecology)

• 10-year average EVI from NASA MODIS Satellites

• Enhanced Vegetation Index (EVI) measures the concentration of green leaf vegetation at 250m resolution every 8 days.

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Household water use data from LADWP

(gal/SFR /day)

(76.65-287.35)

(287.37-372.67)

(372.69-490.29)

(490.31-654.17)

(654.19-907.38)

(907.40-1528.26)

(1528.28-2487.84)

Water Consumption (engineering)

Who uses the water?

Income is the key driver in water consumption across LA and is strongly correlated to landscape patterns.

Lower income customers are sensitive to price and volume thresholds (they stay within their allocations)

Social equity needs to be considered in pricing and volume structure. We can not raise price on all users!

Engineering, biophysical and

social science team!


Wildfires

Concerns close to home…

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Pikes National Forest, El Paso County >18,000 acres 360 homes destroyed

June 2012 Waldo Canyon Fire – Colorado Springs

Major watersheds affected: West Monument Creek, Lower Monument Creek, Headwaters Fountain Creek, Cascade Creek, Garden of the Gods

“The fire burned at will; it went where it

wanted to when it wanted to.”

–Cpt. Dietrich, Forest Service

18 Marina Del Rey, 2009 (LA Times)

2009 Station Fire – Los Angeles

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Recent Trends in Wildfires Westerling et al., 2006

Longer fire durations (2 to 3) and longer fire seasons (1 to 3) since mid-1980’s

Increase in large-wildfire frequency

Warmer temperatures and earlier spring melt increased wildfire activity

Physical/Chemical Changes

Acute loss of vegetation, decreased soil cohesion, ash layer deposition, hydrophobic layer formation

Hydrologic Consequences

Decreased: infiltration, ET demand, water quality

Increased: erosion, overland flow, flooding, sediment laden and debris flow occurrence, dry season flow

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Mitigation…

Impacts…

Environmental Concerns

Endangered frogs

Tadpoles

Water Quality

Foam Melted metal

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Houston, TX Denver, CO Phoenix, AZ Sacramento, CA

USGS EROS (2003)

Wildland Urban Interface (WUI) expansion

1973 1973 1973 1973

1992 1992 1992 1992

Wildfires at the Wildland-Urban Interface (WUI)

Significant increases in concentrations of most trace metals over entire season 100 fold increase in TSS, Cd & Pb concentrations WHY?? Storage of pollutants since before Clean Air Act (1970) IMPACT?? Downstream ecosystems and water supply (spreading basins for LA)

Burke et al., 2012

Pre/Post fire: trace metals

1.E-03

1.E-02

1.E-01

1.E+00

1.E+01

1.E+02

1.E+03

1.E+04

Al As Cd Cu Fe Hg Mn Ni Pb Se Zn

EM

C (

mg

/l)

.

Pre/Post fire: weathering solutes & nutrients

1.E-03

1.E-02

1.E-01

1.E+00

1.E+01

1.E+02

1.E+03

Ca K Mg Na Cl- F- NO3- SO4- T-P

EM

C (

mg

/l)

.

WY09-1

WY09-2

WY09-3

WY09-4

WY10-1

WY10-2

WY10-3

WY10-4

Pre/Post fire: trace metals

1.E-03

1.E-02

1.E-01

1.E+00

1.E+01

1.E+02

1.E+03

1.E+04

Al As Cd Cu Fe Hg Mn Ni Pb Se Zn

EM

C (

mg

/l)

.

Pre/Post fire: weathering solutes & nutrients

1.E-03

1.E-02

1.E-01

1.E+00

1.E+01

1.E+02

1.E+03

Ca K Mg Na Cl- F- NO3- SO4- T-P

EM

C (

mg

/l)

.

WY09-1

WY09-2

WY09-3

WY09-4

WY10-1

WY10-2

WY10-3

WY10-4

Arroyo Seco watershed (Station Fire, CA)- Pre/Post-Fire Metals: Event Mean Concentrations (EMC)

Hogue and Kinoshita, 2013

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Human – Hazard Interactions

Need to predict short- and long-term cumulative effects of land-surface, hydrologic, and ecologic hazards

Need for integration of fire science with policy at the urban-fringe

Need to understand and communicate societal risks to communities at the urban-fringe from catastrophic fires


Training our Students

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What are our Education Goals?


• Coursework - Solid math, science, engineering curriculum. Communication courses. Integration of policy courses?

• Technical Skills – Design courses, field experience, modeling, other relevant tools (remote sensing, lab, programming, etc.)

• Interdisciplinary Research – Undergraduate research experience, independent projects, design courses that can integrate disciplines

• Outreach – Exposure to other communities and audiences. Development of communication skills

Pressure for reduced credit hours at Universities

Need for creative curriculum design

Example #1: UCLA CEE Course: Hydrologic Analysis and Design

Culmination course for CEE Undergraduate students with hydrology and water resources emphasis (3rd course in series)

2 hour lecture / 4 hour laboratory

2-3 field trips during 10-week course

ABET Design and Lab Credit

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Ex. #1: CEE Hydrologic Analysis and Design

• Integrated study of local watershed

• Data collection from local, state, national agencies

- timeseries and statistical analysis

• Field observations and measurements

- methologies, uncertainty assessment

• Model design - “industry models”

- use collected data

- calibration/validation for current conditions

- scenario development (i.e. landcover change)

- hydrologic response/behavior

- mitigation considerations

• Individual weekly lab reports (weeks 1-6)

• Final team Project Report (week 10)


Example #2: UCLA CEE Course: Hydrology of Mountain Watersheds

Undergraduate field-based course focused on catchment processes in snow-dominated and mountainous regions.

Data collection (agency and field), remote sensing, snow modeling, team report. Extended field trip to Sierra Nevada Mts.

ABET Lab Credit

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Example #3: Engaging Undergraduates in Research


Audrey Lee, UCLA (Winter 2011) CEE 199: Watershed Fire Analysis: Atmospheric and Hydrologic Characteristics Over the Arroyo Seco, City Creek, and Devil Canyon Watersheds” Nathan Griffin, UCLA (Fall 2011 and Winter 2012) CEE 199: “Wildcat5 Rainwater Hydrology Model Evaluation” “Post-fire modeling tools: Part 1: Review and application of the WEPP’s ERMiT and Part 2: Review of the AGWA2/Kineros2 Model” Karen Chu, UCLA (Fall 2011 and Winter 2012) CEE 199: “Post-fire Remote Sensing Application in Arroyo Seco and City Creek” David Steger, CSM (Spring 2013) ESGN 499 (Independent Study): “Hydrologic Remote Sensing for Sagehen Basin”

Independent Study (credit); Partnered with PhD students

Five-year, $3 million NSF GK-12 Graduate Teaching Fellows in K-12 Education (GK-12) grant aimed at the professional development of Science Technology Engineering and Mathematics (STEM) graduate students at UCLA. PI: T. S. Hogue Program Manager: S. Kappus (previous J. Daniel) Co-PIs: M. Moldwin (U. Michigan), P. Nonacs (UCLA)

• Fourth year of program • Supported 35 graduate students at UCLA (Engineering, Physical & Life Sciences) 16 from HSSEAS (7 this year) • Graduate students (Fellows) act as “Scientists-in-Residence” in L.A. schools • Advance science curriculum, develop lessons, mentor students, etc. -- overarching goal is to improve communication skills

Example #4: Outreach Programs - NSF GK-12 Science and Engineering of the Environment of LA (SEE-LA)

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• Natural and anthropogenic disturbance increasing across western US: climate, drought, urbanization, wildfire, etc.

• Need to synthesize solutions across disciplines within a diverse study body:

– Understand process: geoscience, biophysical science, etc.

– Design solutions: engineering concepts/practice

– Understand human interactions and impacts of solutions: social science

Concluding Remarks

• Current best practices in integrating geoscience and engineering education, such as addressing the need for sustainable engineering

• Examples from faculty, workshop participants, other campuses, etc.

• Learn by doing

• White papers, literature?

• Geoscience education needs of engineers, engineering education needs of geoscientists, and new approaches to meet those needs,

• Break down those silos!

• Get engineers in the field and lab, expose them to observations, physical process

• Expose geoscientists to design and engineering concepts and practice

• Integrate policy and social implications whenever possible

Workshop Goals - My Two Cents…

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• Barriers to increased geoscience education in engineering; ways to encourage increased diversity in engineering related to geoscience • Faculty need to be comfortable getting out of the silo. Team taught and/or cross-

campus courses will help

• Need buy-in from department heads and deans. Use your constituent groups (alumni, industry) What do they want in our graduates?? ABET process may help

• Design projects run by departments and suitable faculty (develop integrated geoscience and engineering projects)

• Potential topics for new interdisciplinary courses or course modules and materials that could be integrated into existing engineering courses, and faculty interested in developing them • Focus on environmental issues that are relevant and need interdisciplinary solutions

– climate, water, earthquakes, floods, urbanization impacts, wildfires, green infrastructure, etc.

• Team teaching with related (series) modules

• Incentivize! McBride program (CSM) , Fiat Lux (UCLA), other examples??

BUT – needs administration buy-in (use your advisory groups!)

Workshop Goals - My Two Cents…

Dr. Alicia Kinoshita Caroline, PhD (NASA Fellow)

Pouya, PhD (NASA Fellow)

Bryant, PhD (NSF Fellow)

Barik, PhD

Tristan, MS

Paul, MS

Drew, MS

Kim, PhD Erik, MS

David, Undergrad

Thank You to the Hogue Research Group!!


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When the wells run dry, we know the worth of water Benjamin Franklin [1746]

Thank you!

breaking out of the silo: training a new breed of ... out of the silo: training a new breed of ......

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